The retention question in context-specific teacher education: Do beginning teachers and their program leaders see teachers' future career eye to eye

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Abstract

This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers from the three programs that we studied expressed high motivation to serve as teachers or leaders in their particular schools and communities. In particular, we found that teachers' career commitments developed around the religious or civic missions promoted by their respective programs. Finally, teachers' career perceptions seem to correlate, though not entirely match, with those of their program leaders.

Original languageEnglish
Pages (from-to)665-678
Number of pages14
JournalTeaching and Teacher Education
Volume26
Issue number3
DOIs
StatePublished - Apr 2010
Externally publishedYes

Keywords

  • Catholic schools
  • Context specific teacher education
  • Jewish day schools
  • Religious teacher preparation
  • Teacher attrition
  • Teacher career
  • Teacher retention
  • Urban schools

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